Students examine current issues from the viewpoint of leaders who wish to bring about reform and change. Topics include the meaning of change, dimensions of change, change as a sociopolitical process; sources and purpose of change; coping with change; decision-making, implementation of change; problems of resistance to change; and change as a continuous process.

This course discusses the role of faculty and others in the collaborative development and implementation of responsive curricula and explores systems for curricular redesign and reform in education, and processes for their implementation.

This course discusses the role of faculty and others in the collaborative development and implementation of responsive curricula and explores systems for curricular redesign and reform in education, and processes for their implementation.

The goal of this course is to develop an understanding of past educational reforms and apply what has been learned to the integration of technology in curriculum, pedagogy and school management. We will achieve this goal through the reading and analysis of past reform efforts, development of a conceptual model for critiquing reform efforts, and applying this model to current policies and programs related to the diffusion of technologies in education.

The purpose of this course is to continue the development of students' facility in quantitative methods as applied to inquiry in educational leadership. Inquiry includes the process by which educational phenomena are understood, the specification of models for that understanding, the assumptions of those models, and the linkage between theories, concepts, researchable problems, and methods of analysis.The course will introduce students to various quantitative methods used for analyzing data, including data collected at one point in time (i.e., cross-sectional), several points in time (longitudinal), and/or at different organizational levels (e.g., students in class, classes in schools, schools within districts, etc.). Methods to be discussed include models for the classification and discrimination of individuals and groups, models for determining the underlying structure of data, multivariate tests of group differences, and structural modeling.

The central objective of this course is to provide students with a general understanding of college student and adult development and learning theory, with a particular focus on research traditions and practical application. Students will be challenged to analyze the underlying philosophical assumptions of a diverse body of literature and to develop a more advanced understanding of theory building. An essential component of this course is to offer an exploration of traditional views complemented with extensive exposure to emerging theoretical understandings. Mastery of the course and its contents should enable students to employ an eclectic approach to understanding and interpreting student behavior and development that requires the practical application of many theoretical perspectives simultaneously.

This course offers a broad comprehensive view of language planning and policy with specific reference to local and international educational contexts. The course begins with a brief overview of linguistics, language use in educational settings, institutional discourse, and language acquisition. Then, historical, social and theoretical perspectives on language planning are addressed. Finally, specific case studies of language planning, practice, and policy are examined, in particular as they relate to students' research interests and dissertation topics. Students are expected to take an active role in the discussions and to study a single case of language planning and policy in a community, country, or region.

The purpose of this course is to continue the development of students' facility in quantitative methods as applied to inquiry in educational leadership. Inquiry includes the process by which educational phenomena are understood, the specification of models for that understanding, the assumptions of those models, and the linkage between theories, concepts, researchable problems, and methods of analysis.The course will introduce students to various quantitative methods used for analyzing data, including data collected at one point in time (i.e., cross-sectional), several points in time (longitudinal), and/or at different organizational levels (e.g., students in class, classes in schools, schools within districts, etc.). Methods to be discussed include models for the classification and discrimination of individuals and groups, models for determining the underlying structure of data, multivariate tests of group differences, and structural modeling.

This course discusses the role of faculty and others in the collaborative development and implementation of responsive curricula and explores systems for curricular redesign and reform in education, and processes for their implementation.

This course discusses the role of faculty and others in the collaborative development and implementation of responsive curricula and explores systems for curricular redesign and reform in education, and processes for their implementation.

The goal of this course is to develop an understanding of past educational reforms and apply what has been learned to the integration of technology in curriculum, pedagogy and school management. We will achieve this goal through the reading and analysis of past reform efforts, development of a conceptual model for critiquing reform efforts, and applying this model to current policies and programs related to the diffusion of technologies in education.

This is the second in a series of field-based courses. Students will develop and carry out field study for three quarters that will involve the development of a research question, review of relevant literature, ongoing data gathering and analysis, and in depth reading and discussion on a particular topic.

This is the second in a series of field-based courses. Students will develop and carry out field study for three quarters that will involve the development of a research question, review of relevant literature, ongoing data gathering and analysis, and in depth reading and discussion on a particular topic.

The purpose of this course is to continue the development of students' facility in quantitative methods as applied to inquiry in educational leadership. Inquiry includes the process by which educational phenomena are understood, the specification of models for that understanding, the assumptions of those models, and the linkage between theories, concepts, researchable problems, and methods of analysis.The course will introduce students to various quantitative methods used for analyzing data, including data collected at one point in time (i.e., cross-sectional), several points in time (longitudinal), and/or at different organizational levels (e.g., students in class, classes in schools, schools within districts, etc.). Methods to be discussed include models for the classification and discrimination of individuals and groups, models for determining the underlying structure of data, multivariate tests of group differences, and structural modeling.